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Adrian Pasquarella
University of Delaware
PsychologyVocabularyPhonological awarenessReading comprehensionLinguistics
15Publications
10H-index
397Citations
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Publications 15
Newest
#1S. Hélène Deacon (Dal: Dalhousie University)H-Index: 25
#2Adrian Pasquarella (UD: University of Delaware)H-Index: 10
Last. Anne Castles (Macquarie University)H-Index: 33
view all 5 authors...
Theories of reading development generally agree that, in addition to phonological decoding, some kind of orthographic processing skill underlies the ability to learn to read words. However, there is a lack of clarity as to which aspect(s) of orthographic processing are key in reading development. We test here whether this is orthographic knowledge and/or orthographic learning. Whereas orthographic knowledge has been argued to reflect a child’s existing store of orthographic representations, orth...
1 CitationsSource
#1Xi ChenH-Index: 24
#2Adrian PasquarellaH-Index: 10
Last. Charles A. PerfettiH-Index: 76
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5 CitationsSource
#1Fanli Jia (State University of New York at Oneonta)H-Index: 8
#2Alexandra Gottardo (WLU: Wilfrid Laurier University)H-Index: 14
Last. Adrian Pasquarella (UD: University of Delaware)H-Index: 10
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The main focus of this study was to refine our understanding of the link between English proficiency and mainstream acculturation in adolescent Chinese immigrants. The sample consisted of 112 adolescents in grades 7–12 living in urban areas in southern Ontario, Canada. English proficiency was assessed individually using standardised tests of vocabulary knowledge, reading comprehension, and reading fluency. Mainstream acculturation was measured by the Vancouver Index of Acculturation. The results...
3 CitationsSource
#1Kathleen Hipfner-Boucher (UQAM: Université du Québec à Montréal)H-Index: 6
#2Adrian Pasquarella (UD: University of Delaware)H-Index: 10
Last. S. Hélène Deacon (Dal: Dalhousie University)H-Index: 25
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ABSTRACTCognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of Grade 1 and again at the end of Grade 2. Children were administered a cognate awareness task in French, in which they were asked to decide whet...
4 CitationsSource
#1Alexandra Gottardo (WLU: Wilfrid Laurier University)H-Index: 14
#2Adrian Pasquarella (UD: University of Delaware)H-Index: 10
Last. Gloria Ramirez (TRU: Thompson Rivers University)H-Index: 8
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The relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between...
10 CitationsSource
#1Karen Au-Yeung (OISE/UT: Ontario Institute for Studies in Education)H-Index: 2
#2Kathleen Hipfner-Boucher (OISE/UT: Ontario Institute for Studies in Education)H-Index: 6
Last. S. Hélène Deacon (Dal: Dalhousie University)H-Index: 25
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In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and comparable gains in English phonological awareness and word reading. Comparable performance was observed on all the French measures (phonological aware...
38 CitationsSource
#1Adrian Pasquarella (UD: University of Delaware)H-Index: 10
#2Xi Chen (OISE/UT: Ontario Institute for Studies in Education)H-Index: 24
Last. Esther Geva (OISE/UT: Ontario Institute for Studies in Education)H-Index: 32
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This study examined cross-language transfer of word reading accuracy and word reading fluency in Spanish–English and Chinese–English bilinguals. Participants included 51 Spanish–English and 64 Chinese–English bilinguals. Both groups of children completed parallel measures of phonological awareness, rapid automatized naming, word reading accuracy, and word reading fluency in their first language (L1) and in English, their second language (L2) in Grade 1. Word reading accuracy and word reading flu...
31 CitationsSource
#1Suzanne E. Welcome (UMSL: University of Missouri–St. Louis)H-Index: 15
#2Adrian Pasquarella (UD: University of Delaware)H-Index: 10
Last. Marc F. Joanisse (UWO: University of Western Ontario)H-Index: 26
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Abstract Previous functional imaging studies have highlighted the role of left ventral temporal cortex in processing written word forms. We explored activation and anatomical connectivity of this region in HE, a professional writer with alexia as a result of stroke affecting primarily white matter in the left inferior temporal lobe. We used a one-back visual recognition task and functional Magnetic Resonance Imaging to elicit automatic activation to various orthographic and non-orthographic stim...
2 CitationsSource
#1Adrian Pasquarella (UD: University of Delaware)H-Index: 10
#2Helene Deacon (Dal: Dalhousie University)H-Index: 2
Last. Karen Au-Yeung (OISE/UT: Ontario Institute for Studies in Education)H-Index: 2
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This study examined the within-language and cross-language relationships between orthographic processing and word reading in French and English across Grades 1 and 2. Seventy-three children in French Immersion completed measures of orthographic processing and word reading in French and English in Grade 1 and Grade 2, as well as a series of control measures. Regressions controlled for non-verbal reasoning, phonological awareness, rapid naming, and the appropriate autoregressor of orthographic pro...
33 CitationsSource
#1Fanli Jia (WLU: Wilfrid Laurier University)H-Index: 8
#2Alexandra Gottardo (WLU: Wilfrid Laurier University)H-Index: 14
Last. Adrian Pasquarella (UD: University of Delaware)H-Index: 10
view all 5 authors...
The main purpose of this study was to bridge the gap between the literature on cognitive variables related to English literacy learning skills, as suggested by the simple view of reading, and the literature on sociocultural variables, specifically acculturation. The sample consisted of 94 Chinese immigrant adolescents from grades 7–12 in Waterloo Region in and the metropolitan Toronto area of Ontario, Canada. Acculturation was measured by a questionnaire. Literacy skills, including vocabulary, r...
11 CitationsSource
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